8th Grade Honors English 9/18/13 Lesson: Reading Comprehension / Broken Chain Objectives: SWBAT determine the relevancy

y of reflecting on a specific time in ones life by completing their daily journal assignment. SWBAT understand central themes of a text such as internal and external conflict, character progression and mood by participating in large group discussion. SWBAT show their reading comprehension skills by answering and discussing questions on the short story Broken Chain. Standards: CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Materials: Journals Pencil Elements of Literature textbook Broken Chain Reading Comprehension worksheet CHAMPs: Conversation: Students will discuss their daily journal entry and engage in large group discussion about the short story Broken Chain. Help: Students will ask Ms. Brooks any clarifying questions if needed. Activity: Students will engage in journal discussions, answer reading comprehension questions on the text, and discussing plot, theme, and characterization of the text.

Movement: Students will pass their journals to either the person in front or back of them; those designated students will take their journals to its assigned box. Participation: Students will participate by engaging in large group discussion, actively listening to the story, and ask any clarifying questions if needed.

Procedures & Time 1. Breakfast/ Journals & Discussion: Describe an incident or memory from your childhood. Why is this memory significant? Explain. (10 min)

Teacher Moves Remind students to eat the provided breakfast if they choose. Give verbal instruction to begin journals, circulate as students write. Answer any clarifying questions. Share a strong childhood memory, explain why this memory is significant and encourage students to further their answers by considering why they chose this memory over others. This personalizes the journal for students and gives them a real-life perspective. Ask for student volunteers to share journals. Give verbal instruction for students to pass their journals forward. Implement Attention Countdown if necessary. (See AC board) Student in the front row will place class journals in their designated box.

2. Review reading strategies: Students will listen as the various classroom reading strategies are explained. (2 min)

Explain the various reading strategies we will implement throughout the semester: Individual reading, group reading, silent reading, partnered reading, and silent reading with audio. So far, we have read silently and read in a large group forum, today we will listen to the audio recording of Broken Chain by Gary Soto. Tell students to clear their desks and take out their textbooks, which is located beneath their desks. Ask if anyone needs a textbook. Circulate to make sure all desks are clear and distractions are eliminated before playing the audio.

3. Synopsis of Broken Chain / Review Comprehension Questions: Students will listen as the teacher gives

Review summary of plot, explain why it was an enjoyable read and prompt students to consider themes such as external and internal

a brief summary of the text we will be reading. This includes reviewing characters, plot and themes such as internal and external conflicts. Students will listen as teacher explains the comprehension questions they will be answering after completing the reading. (5 min)

conflict by asking for a volunteer to share the differences between the two. Alfonso struggles with self-acceptance. There are aspects of his appearance that he doesnt like. Raise your hand if you can relate Wait for student response. Good. Now, can someone tell me whether Alfonsos conflict with his appearance is an internal or external conflict Wait for student response. Transition to comprehension question worksheet. Explain what students will be expected to do once the reading is complete. This allows them to be aware of what to look for as they are reading. Verbally review each of the six questions before playing the audiotape.

4. Read Broken Chain: Students will go to page 17 in their Elements of Literature textbook and silently read along with the audiotape. (23 min) 5. Group Discussion: Students will engage in large group discussion and review characters, plot and theme of the text. They will have the opportunity to ask questions before beginning their comprehension worksheet. (5 min) 6. Reading Comprehension Questions Worksheet: Students will answer the six comprehension questions on the story. If they do not finish it in class, it will be due for HW the next day. (10 min)

Circulate with textbook open to assure students are reading along and paying attention. Refocus attention if needed.

Facilitate post-reading discussion. Prompt students with questions such as: What problems are caused by the broken chain? Has Alfonso gotten everything he wanted when the story began? How did Alfonsos relationship with his brother change throughout the story? Encourage student responses or cold call if no one raises their hand. Pass out comprehension worksheet. Tell students to take one and pass the rest to the person behind them. Remind students that if they do not complete the assignment in class it will be due first thing tomorrow in class. Circulate to assure directions are clear and students are focus. Answer any clarifying questions if needed.

7. Class End

Before dismissal, tell students to put their books beneath their desks. Make sure all students are in their seats sitting quietly.